Job Burnout Among Female Teachers in Saudi Primary Schools

Abstract

This study investigates job burnout among female primary school teachers in Saudi Arabia, a relatively under-researched area in the region. It employs a structured questionnaire focusing on three dimensions: emotional exhaustion, Human relations, and Diminished Personal Accomplishment. The findings highlight a significant prevalence of emotional exhaustion, the most acute form of burnout experienced by these teachers. This high level of emotional fatigue is attributed to the demanding nature of their profession, societal expectations of women, and ongoing changes in the education sector. While diminished personal accomplishment receives a moderate rating, indicating challenges, human relations are managed effectively, likely influenced by cultural and religious norms emphasising respectful interaction. The study also examines the impact of social status and student gender on burnout. It concludes that social status doesn’t significantly affect burnout levels, but there’s notable higher burnout among female teachers who solely teach boys. Additionally, burnout varies with teaching experience, potentially due to differences in workload. This research contributes to understanding job burnout in female primary school teachers, emphasising the need for supportive measures in education.